Research

Electronic data

Rights statement: This is the author’s version of a work that was accepted for publication in Futures. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Futures, 94, 2017 DOI: 10.1016/j.futures.2017.04.001

Abstract

This article reports on one part of an on-going project, the Near Future School, which aims to translate and explore the potential of participatory design fiction practices for use with young people and those that work with them to explore near future scenarios of education that open up alternative and plural futures in the context of processes of foreclosure in a neoliberalising society. The focus here is to explore the practical and ethical issues of developing a speculative form of governance, using the philosophy of Benedict de Spinoza, as an act of imaginative world building through participatory design fictions. The research raises a series of questions and issues relating to understanding how design fiction’s multiple inheritances, from fiction and design or art and design, need to be better understood and enacted within participatory design fiction processes.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Futures. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Futures, 94, 2017 DOI: 10.1016/j.futures.2017.04.001